For many children and adults with special educational needs, verbal speech alone may not be the most accessible or effective route to communication. Whether due to autism, Down syndrome, cerebral palsy, or a range of other conditions, some individuals need additional tools and strategies to express themselves, build relationships, and access learning. The good news is that there is a well-established range of communication techniques designed specifically to support these needs - and understanding them can make a meaningful difference for families, educators, and support staff.
Why Communication Approaches Matter in SEN
Communication is at the heart of everything. When a child cannot easily express their needs, emotions, or ideas, frustration can build - often leading to behaviours that are challenging to manage. Giving learners an effective means of communication does not just improve their ability to interact; it supports emotional regulation, builds confidence, and opens doors to greater independence throughout their lives.
It is worth noting that supporting alternative communication does not hinder the development of speech. Research consistently shows that Augmentative and Alternative Communication (AAC) - the umbrella term for all non-verbal communication tools - can actually support and encourage spoken language development rather than replace it.
Picture Exchange Communication System (PECS)
PECS was developed in 1985 by Andy Bondy and Lori Frost as a structured way to teach functional communication, particularly to individuals with autism spectrum disorder (ASD). The system works by teaching a person to exchange a picture card in return for a desired item or activity, establishing the fundamental principle of communication: that expressing a need leads to a response.
PECS is delivered in six distinct phases, beginning with the simple physical exchange of a picture for a reward, and gradually building towards more complex sentence structures such as "I want the red ball." The approach is particularly effective with pre-verbal children and those who have not yet developed a reliable way to initiate communication.
One of the strengths of PECS is its portability. Picture cards can be organised into a communication book or folder, allowing the learner to use their system at home, in school, and in the community. Training for adults implementing PECS is strongly recommended, as the phased approach requires consistency and precision to be most effective.
Makaton
Makaton is a language programme that uses a combination of speech, signs, and symbols to support communication. It was developed in the UK in the 1970s by Margaret Walker, a speech and language therapist, originally for use with adults who had hearing impairments and learning disabilities. It has since become one of the most widely used communication approaches in UK schools and SEN settings.
Unlike British Sign Language (BSL), which is a complete language in its own right used by the Deaf community, Makaton is designed to be used alongside spoken English. Key signs and symbols represent core vocabulary words, and speech is always used at the same time as signing. This multimodal approach means the learner receives the information through multiple channels simultaneously.
Makaton is highly adaptable. It has a core vocabulary of around 450 concepts, as well as an extended resource vocabulary covering thousands of additional signs and symbols. It is used widely in mainstream schools as well as specialist settings, and many children without communication difficulties benefit from the visual reinforcement that Makaton provides.
You may have seen Makaton used on television - Something Special, the CBeebies programme featuring Mr Tumble, has introduced Makaton signs to a huge audience of young children, helping to normalise its use in everyday settings.
Symbol-Based Communication and Visual Supports
Beyond PECS, symbols are used extensively in SEN settings as a standalone support for comprehension and expression. Systems such as Widgit Symbols and PCS (Picture Communication Symbols) provide visual representations of words and concepts that can be embedded into classroom resources, timetables, social stories, and choice boards.
Visual timetables, for example, are a particularly common tool in SEN classrooms. By displaying the sequence of a school day using symbols or photographs, learners can understand what is coming next, reducing anxiety and supporting transitions between activities. This kind of environmental visual support can be especially beneficial for autistic learners, who may find predictability and visual structure calming.
High-Tech AAC: Speech Generating Devices and Apps
Technology has expanded the possibilities for AAC considerably. Speech Generating Devices (SGDs) - sometimes called VOCAs (Voice Output Communication Aids) - allow users to select symbols, words, or phrases that are then spoken aloud by the device. For individuals who cannot speak or whose speech is unclear, this can be transformative.
Dedicated devices such as those running the Tobii Dynavox system offer sophisticated communication grids tailored to the individual user's needs. More affordable alternatives include tablet-based apps such as Proloquo2Go, Snap Core First, and Grid 3, which provide similar functionality at a lower cost and on familiar hardware.
Eye-gaze technology, which allows a user to control a device using only their eye movements, has opened up AAC to people with significant physical disabilities who cannot use touch or switch access. The development of this technology has been particularly significant for individuals with conditions such as motor neurone disease or severe cerebral palsy.
Total Communication
Rather than adopting a single method, many SEN settings take a Total Communication approach - using every available means to both send and receive messages. This might include speech, signing, symbols, objects of reference, photographs, gesture, facial expression, and technology, all used flexibly depending on the context and the individual's needs in that moment.
Total Communication reflects an important shift in thinking: that the goal is not to find the "right" system and apply it universally, but to build a rich, responsive communication environment that meets the person where they are.
Choosing the Right Approach
No two learners are the same, and the most effective communication approach will depend on a range of factors including the individual's cognitive level, motor skills, sensory profile, and personal preferences. A qualified Speech and Language Therapist (SaLT) should always be involved in assessing and recommending communication strategies for learners with complex needs.
What matters most is that communication is taken seriously as a priority - not an add-on. When learners have reliable, meaningful ways to make themselves understood, everything else in their education and wellbeing has a stronger foundation to build on.
If you found this article helpful, explore more SEN resources and practical classroom strategies on the blog.
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